Liberating the Classroom: A Dialogical Deconstruction of Islamic Pedagogy under the Independent Curriculum

Abstract

This study aims to analyze the role of dialogical communication in deconstructing the relationship between teachers and students in the implementation of the Independent Curriculum in Islamic education. The phenomenon of changing the learning paradigm from teacher-centered to student-centered learning encourages a transformation of pedagogic communication patterns in the classroom, especially in Islamic Religious Education learning. This study uses a qualitative approach with a phenomenological-critical type to understand the experience of teachers and students in dialogical communication practices. Data were collected through in-depth interviews, participatory observations, and documentation studies on learning practices based on the Independent Curriculum. The results of the study show that dialogical communication plays a role in three main aspects, namely the transformation of teachers' communication patterns to be more participatory, the reconstruction of teacher authority that is persuasive and relational, and dialogical practice as a space for negotiating Islamic values in a reflective and contextual manner. These findings show that the implementation of the Independent Curriculum not only changes learning strategies, but also deconstructs the structure of pedagogic relations in Islamic education classrooms. The implications of this study provide theoretical contributions to the study of Islamic educational communication as well as practical implications for teachers in building dialogical, reflective, and participatory learning